Explanation: L2 learners are constantly exposed to new information. In this stage, they are not able to use the information, but are aware about the language information around them.
Materials and Resources Needed: -Visual aids and cues to help with basic comprehension -Maps, graphic organizers -Picture cards for vocabulary -Songs and video clips related to content -Picture books -Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter)
Explanation: L2 learners begin to analyze the information they are taking in. It is important to note the learners go beyond just recognition to analysis.
Materials and Resources Needed: -Visual aids, cues, and context clues -Songs and video clips related to content -Small group lessons -Grammar instruction -More student talk time -Pictures, maps, graphic organizers, etc. -Picture books -Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter)
Explanation: L2 learners are able to analyze input and connect it to their prior knowledge. Knowledge is now able to be stored for use.
Materials and Resources Needed: -Visual aids, cues, and context clues -Songs and video clips related to content -Small group lessons -Grammar instruction -More student talk time -Pictures, maps, graphic organizers, etc. -Picture books -Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter) -Conversation-based learning groups
Stage 4: Output
Approaches: Interactionist, Natural approach
Explanation: L2 learners are able to effectively communicate by different forms of output. Output includes conversations, writing, and formal school work.
Materials and Resources Needed: -Lots of opportunities for peer conversations and conversations between student and teacher -Task-Based learning opportunities with written, spoken and technological output
Suggestions and Tips for Teachers
Approaches for Beginners / Limited English Proficiency -Lots of visual aids -Variety of materials and attention to different learning styles Approaches for Moderate English Proficiency -Concentrate on Task-Based Learning -Give ample opportunities for meaningful conversations -Lots of visual aids -Variety of materials and attention to different learning styles Approaches for Younger ESL Student -Read alouds, Task-Based Learning, Songs and movement, small group instruction -Lots of visual aids -Variety of materials and attention to different learning styles
Approaches for Middle School -Concentrate on Task-Based Learning -Give ample opportunities for meaningful conversations -Lots of visual aids -Variety of materials and attention to different learning styles Approaches for High School -Concentrate on Task-Based Learning -Ample opportunities for meaningful conversations -Lots of visual aids -Variety of materials and attention to different learning styles -Project based lessons giving opportunities for multiple output (written, oral, technology-based)
Materials and Resources Needed: -Picture books -Materials for tasks -Audio and visual reinforcements of lessons -Graphic organizers, pictures, maps -Comparison and problem solving activities -Activities allowing ELLs to share personal experiences -Conversation groups
Integrated View of Second Language Acquisition
An Integrated View of Second Language Acquisition
Apperceived Input
Explanation: L2 learners are constantly exposed to new information. In this stage, they are not able to use the information, but are aware about the language information around them.
-Visual aids and cues to help with basic comprehension
-Maps, graphic organizers
-Picture cards for vocabulary
-Songs and video clips related to content
-Picture books
-Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter)
Explanation:
L2 learners begin to analyze the information they are taking in. It is important to note the learners go beyond just recognition to analysis.
-Visual aids, cues, and context clues
-Songs and video clips related to content
-Small group lessons
-Grammar instruction
-More student talk time
-Pictures, maps, graphic organizers, etc.
-Picture books
-Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter)
Explanation: L2 learners are able to analyze input and connect it to their prior knowledge. Knowledge is now able to be stored for use.
-Visual aids, cues, and context clues
-Songs and video clips related to content
-Small group lessons
-Grammar instruction
-More student talk time
-Pictures, maps, graphic organizers, etc.
-Picture books
-Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter)
-Conversation-based learning groups
Explanation: L2 learners are able to effectively communicate by different forms of output. Output includes conversations, writing, and formal school work.
-Lots of opportunities for peer conversations and conversations between student and teacher
-Task-Based learning opportunities with written, spoken and technological output
-Lots of visual aids
-Variety of materials and attention to different learning styles
Approaches for Moderate English Proficiency
-Concentrate on Task-Based Learning
-Give ample opportunities for meaningful conversations
-Lots of visual aids
-Variety of materials and attention to different learning styles
Approaches for Younger ESL Student
-Read alouds, Task-Based Learning, Songs and movement, small group instruction
-Lots of visual aids
-Variety of materials and attention to different learning styles
Approaches for Middle School
-Concentrate on Task-Based Learning
-Give ample opportunities for meaningful conversations
-Lots of visual aids
-Variety of materials and attention to different learning styles
Approaches for High School
-Concentrate on Task-Based Learning
-Ample opportunities for meaningful conversations
-Lots of visual aids
-Variety of materials and attention to different learning styles
-Project based lessons giving opportunities for multiple output (written, oral, technology-based)
References
Conteh-Morgan, M. (2002, July). Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction. Journal of Academic Librarianship, 28. Retrieved from http://www.mtsu.edu/~library/
Craig, D.V. (2011) Module 8: SLA applications & final projects. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292431
Craig, D.V. (2011). Module 3: Formal approaches to second language acquisition. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292337
Xiaoying, X. (n.d.) On the possibility of integration Krashen’s Five Hypotheses with China’s Traditional ELT Methods. Retrieved from http://www.elt-china.org/pastversion/lw/pdf/xuxiaoying.pdf
-Picture books
-Materials for tasks
-Audio and visual reinforcements of lessons
-Graphic organizers, pictures, maps
-Comparison and problem solving activities
-Activities allowing ELLs to share personal experiences
-Conversation groups
Christina Ontiveros
Pre-K Teacher, Smithville Elementary
contiveros@k12tn.net